Personal ADHD story inspires students

A number of inspirational speakers for both students and parents shone a spotlight on ADHD, dyslexia and autism during Neurodiversity Celebration Week at RGS

THE successful director of a pioneering mechanical and electrical contracting company provided huge encouragement to RGS students who may be struggling with ADHD.

One of a number of inspirational speakers during the school’s Neurodiversity Celebration Week, Steve Wearne of Enlight10 delivered an enlightening talk to Years 9, 11 and 12 students about his personal journey with the condition.

After years working in the traditional construction industry, he says: “I’ve found my place in the modular industry, where new ideas and systems are encouraged – perfect for my ADHD.

“We thrive on out-of-the-box thinking and embrace every challenge,” he adds.

RGS special educational needs and disability coordinator and inclusion manager Samina O’Brien said it was refreshing to hear a different voice: “Steve spoke eloquently about the diverse paths to success, irrespective of any diagnosis.”

Martin Bloomfield, a dyslexia awareness consultant, ran a particularly engaging workshop for students of all ages designed to enhance their understanding of dyslexia and its associated traits while providing useful coping strategies.

Dr Bloomfield, who holds a PhD in ethics and diversity from the University of York and has recently co-written an academic paper demonstrating the measurable anti-dyslexia biases inherent within generative AI, also ran a session with RGS staff in January.

He has advised governments, delivered keynote presentations around the world, and been at the forefront of special educational needs thought leadership since the turn of the millennium.

“One of the biggest misconceptions about dyslexia is that it’s a reading difficulty – and that words dance about on the page. While this is a real issue called Irlen syndrome, not everyone with dyslexia has it – far from it,” he says.

One student remarked that Dr Bloomfield’s strategies helped them feel less isolated.

Another noted that tools such as apps for organising their time and activities assisted them considerably, and several recently-diagnosed students expressed a greater sense of security regarding their diagnosis.

Andrea Chapman from the Daisy Chain charity, which supports autistic and neurodivergent children, young people, adults and their families, ran a workshop for parents on understanding autistic overwhelm, meltdown and shutdown.

She pointed out that stress and anxiety are not part of autism.

"Being autistic is a different way of thinking, sensing and processing the world - a different way of being - therefore, because many areas of daily life, for various reasons, present as a challenge for autistic people, stress and anxiety are a consequence.

She explained that meltdown refers to an autistic person's response to overload, extreme stress or cumulative stress that may involve explosive bursts of emotion or a physical response.

Shutdown refers to an autistic person's response to overload, extreme stress or cumulative stress that may involve withdrawal, silence or immobility.

"Often misdiagnosed as chronic fatigue, depression, an anxiety condition or bipolar disorder, autistic burnout is just as it sounds, and the result of an autistic person trying to fit into the schedule and demands of a world designed for neurotypical people."

To reduce the impact of a meltdown/shutdown on the person's wellbeing and the likelihood of this happening again, she advised parents to think NEST:

Nurture - Meltdown/shutdown can be a scary situation to be in - our focus should be on the person going through it in a safe way. Reduce all demands from the physical and social environment and give the person time.

Empathise - Avoid judgments and try to see things from the person's point of view. Listen.

Sharing Context - Problem-solve together. Accept the person's perspective and offer other perspectives too.

Teamwork - Work together towards a solution. Solutions need to involve everyone in the person's environment.

In order to support the person in the longer term and to try to prevent autistic burnout and overload other advice included encouraging the person to understand themselves and their differences and learn from their experiences of how to react to certain situations.

Ms O’Brien concluded that it had been a very worthwhile week: “The SEND Team and I would like to extend our gratitude to all our speakers and teachers.”